This research investigated the validity of measurement and causal model of online scam protection behavior (OSPB) among at risk Thai students. The sample comprised 286 high school students from three demonstration schools under the University. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The factor loadings for all items satisfied the standard criteria with scores ranging from .40 to .80, item-total correlations ranging from .405 to .718, and Cronbach’s alpha coefficients ranging from .773 to .928. The modified model demonstrated a better fit with the empirical data (χ² = 47.62, df = 37, p = .113,  χ²/df = 1.287, RMSEA = .032, SRMR = .028, GFI = .97, CFI = 1.00, NFI = .99). All factors: a) awareness of online risks, b) inhibitory control, c) game-based learning, d) social support, and e) motivation to prevent online scams can predict 81% of OSPB. The motivation to prevent online scams strongly influenced OSPB, with an effect size of .60. Additionally, all factors can predict 88% of the motivation for online scam prevention, suggesting that Protection Motivation Theory (PMT) is a suitable framework for understanding and evaluating Thai students' preventive behaviors in online deception scenarios. This newly developed instrument is highly reliable and can be effectively used by researchers and educators to assess the risk of online fraud victimization among high school students.

This qualitative article explores a Swedish teachers’ rebellion group (TRG) on Facebook with the aim of exploring teachers’ stories about violence in school. Facebook groups for teachers, such as the TRG, are common sites where teachers discuss and share professional matters and both public stories and subjective experiences. In this article, we focus on narratives about children who are perceived by the teachers as dangerous in various ways. The concept of the formula story, together with child and teacher agency, helps us to explore the symbolic and emotional aspects at stake when the teachers discuss the dangerous child in the TRG. In the analysis, an ambivalent image of the dangerous child emerges where child and teacher agency intersect with each other and with other human and non-human actors. This image challenges contemporary ideas and ideals about children and childhood as well as the teaching profession. The conclusion broadens our notions of the child and reflects upon the outcomes of applying agency to the context of school violence.